Running head: LAWN BOY

Lawn Boy Unit Plan

Jordan Mensink
University of Calgary
 LAWN BOY
Title of Unit   Novel study - L
​ awn Boy  Grade
Curriculum      English   Time
Area
Developed      Jordan Mensink 
By
Identify Desired Results (Stage 1)
Content Standards
     
English Language Arts grade 7 program of studies
Reading ELL grade 7,​ level 3 benchmark
Understandings
Overarching Understanding
  
Multidisciplinary learning​ - using ELA to
understand economic prosperity and
principles through a child’s point of view.
BLOOM’S TAXONOMY
 ​Remember​: the structure of the story and
concepts within, in order to make
edictions
Understand​: the definitions and concepts
behind economics and how it applies to the
model of language arts storytelling
Analyze​:​ the concepts from both the social
studies and ELA perspective and predict the
future outcomes - i.e. how the business will
flourish or fail
Create/Apply​: a ​ fter reading the novel, the
students will create their own ‘business
model’
Knowledge (GLO)
Students will know…
1
     6 This was used because my
practicum class is doing this novel
Level
study, I wanted something that
was applicable to practicum.
    ​ 3 days (day 1) Students will be expected to do
some home reading in order to
Frame
keep the time-frame
ELL benchmarks level 3
outlined below
Essential Questions
  The novel is multidisciplinary: ELA
Can students derive meaning from ELA and SS
and social studies concepts?
Remembering anything is
 
obviously imperative to any
discipline - it is however the
lowest form of thinking
Understanding concepts of SS,
such as economics will help
students understand the
complexity of sales and
companies.
Students will also need to be able
to recognize a more complex
storyline format going forward in
school.
Analysis of the concepts and
storyline are vital in order to reach
high order thinking and create a
business model based on the
concepts
Creation of the business plans is
the highest order of thinking
according to Bloom's Taxonomy
model
Skills (SLO)
Students will be able to…
LAWN BOY 2

General Outcome 2 2.1 Use Strategies and  Chose the general specific
outcomes and didn't go into
Cues    great detail under them
Students will listen, speak, read, 2.2 Respond to Texts   because they're lengthy as
write, view and represent to 2.3 Understand Forms,  well chose one general
outcome to focus on because
comprehend and respond Elements and Techniques  most GLO in ELA are
personally and critically to oral,
applicable to multiple
print and other media texts.
  concepts
2.4 Create Original Text  
Main SLO outcomes focused
in this unit based on the
  utilization of cues and
*more various specific  strategies from the ELL
benchmarks such as
outcomes that align with  vocabulary and re-reading.
the project at hand*  We will also respond to the
  text through discussion
pieces. As well as
  understanding the forms,
  elements and techniques of
  the novel - themes, concepts,
etc.
Assessment Evidence (Stage 2)
Performance Task Description
Full and complete understanding of the novel, and the concepts, both
Goal
ELA and SS
Role Teacher facilitates and scaffolds students understanding
Audience Grade 7 students
Situation Grade 7 ELA classroom   
Product/Pe Final business model, based on the students interest and understanding
rformance of economics based on the novel study
Standards Understanding economic terms, the process of completing ​  
Learning Plan (Stage 3)
Where​ are your students - Vocabulary Even though this is day
headed? Where have they - Students will have read the book at this point one, I thought I would
been? How will you make - Discussions to clarify include the final product so
sure the students know - Paragraph writing that if anyone looks at the
where they are going? - Drafting and revising
lesson plans they have the
- Students will have a f​ inal project​ in which
they will create their own ‘business’ plan end goal in mind

Eventually the students will be able to identify

important concepts within the novel such as: themes,
climax, rising and falling action, etc. As well as the
in’s and out’s of understanding economics, such as:
earning and loss of money, expenses in a company,
expanding, etc.
LAWN BOY
How will you ​hook s
​ tudents
at the beginning of the
unit?
What events will help
students ​experience and
explore t​ he big idea and
questions in the unit? How
will you equip them with
needed skills and
knowledge?
How will you cause
students to r​ eflect and
rethink?​ How will you
guide them in rehearsing,
revising, and refining their
work?
How will you help students
to e
​ xhibit and self-evaluate
their growing skills,
knowledge, and
understanding throughout
the unit?
How will you ​tailor​ and
otherwise personalize the
learning plan to optimize
the engagement and
effectiveness of ALL
students, without
compromising the goals of
the unit?
3
Utilize the no read, read protocol where I will show Listed all the vocabulary
the students the cover, then we will ponder what the terms even though it's a bit
novel will be about. We will then go through vital preemptive - want the
vocabulary the students will need to know. students to have a
Vocabulary list​ of economic terms:
foundational knowledge
- Economic expansion
- Capitalism going forward with the
- Product demand novel study
- Flat production capacity
- Capital growth
- Production expansion
- Labour acquisition
- Portfolio diversification
- Overutilization
- Labour compound
- Unpredicted
- Conflict resolution
- Economic policy
- Force of arms
- Vocabulary Each step scaffolds to the
- Discussion next level and builds on the
- Paragraph writing final product at hand
- Peer-editing/review time
- Final project
- Silent reading​ time will allow for students to Silent reading allows
think about what they’re reading; read and student to struggle through
re-read words the concepts on their own
- Paragraph writing
- Read and revision by peers
- Discuss the vocabulary and definitions in During this time students
order to clarify and understand fully the can ask necessary
concepts questions to clarify
The first chapter will be read out loud so the class
can hear the words and we can discuss them as we
go if any kids don’t understand. This can help ELL
students, and if we need to map it out, or visualize it
we can on the bored.
ELL BENCHMARK 3 (expanding) - Reading:
Understands more words (approximately 7500)​*​,
including:
● utility words Vocabulary list to help
● descriptive words define these words
● subject-specific words
● academic words.
Understands:
LAWN BOY 4

● simple detailed sentences in short

paragraphs. Chapters and lengths of
Decodes: sentences adhere to this
benchmark
● consonant clusters
● vowel digraphs.
Uses:
During silent reading
● Rereading students have the ability to
● predicting utilize re-reading,
● self-correction predicting and
to comprehend texts on familiar topics. self-correction
Understands: Predictions will be made
during the discussion
● purposes of a ​variety of genres​.
period
Understands:

● main ideas The melding of the two

● details genres in this novel - social
of related sentences and clauses connected with: studies and ELA.

Reads:
How will you ​organize​ and
sequence the learning
activities to optimize the
engagement and
achievement of ALL
students?
● conjunctions
Discussion will encompass
● time markers
these two notions. Utilizing
● sequence markers.
knowledge of the main
ideas and details in their
● with some expression own business plan
● substituting unknown words with familiar
words
● with some self-correction.
1. Hook - v​ ocabulary Create a word wall on the board,
2. Read​ chapter 1 out loud and play a vocabulary game - get
3. Read chapter 2 and 3 in their heads the students to try and predict the
meaning behind the words - and
4. Have a d ​ iscussion​ around the first couple
then define them
chapters, talking about the characters and
setting; possible predictions for the future
Reading the first chapter aloud will
set the tone for what is expected
when reading - pacing and such
things.

Discussion will scaffold the

students in the right direction for
understanding
LAWN BOY 5

Title of Unit Novel study - Lawn Boy Grade Grade 6

Level
Curriculum English Language Arts Time 3 days (day 2)
Area Frame
Developed Jordan Mensink
By
Identify Desired Results (Stage 1)
Content Standards

English Language Arts grade 7 program of studies

Reading ELL grade 7, level 3 benchmark

Understandings Essential Questions

Overarching Understanding
  

Multidisciplinary learning - using ELA to

understand economic prosperity and
principles through a child’s point of view.
Can students derive meaning from
BLOOM’S TAXONOMY ELA and social studies concepts?
 
​Remember​: the structure of the story in
er to make
predictions

Understand​: the definitions and concepts

behind economics and how it applies to the
model of language arts story-telling

Analyze:​ the concepts from both the social

studies and ELA perspective and predict the
future outcomes - i.e. how the business will
flourish or fail

Create/Apply: ​after reading the novel, the

students will create their own ‘business
model’
Knowledge (GLO) Skills (SLO)
Students will know… Students will be able to…
LAWN BOY 6

General Outcome 2
Students will listen, speak, read,
write, view and represent to
comprehend and respond personally
2.1 Use Strategies and  All SLO's are used in this
lesson. Utilizes the previous
Cues    information for the SLO's but
also incorporates the creation
2.2 Respond to Texts   of an original text through the
2.3 Understand Forms,  paragraph making process in
Elements and Techniques  response to the novel.

and critically to oral, print and other

media texts.
 
2.4 Create Original Text 

 
*more various specific 
outcomes that align with 
the project at hand* 
Assessment Evidence (Stage 2)
Performance Task Description
Full and complete understanding of the novel, and the concepts, both
Goal
ELA and SS
Role Teacher facilitates and scaffolds students understanding
Audience Grade 7 students
Situation Grade 7 ELA classroom   
Product/Pe Final business model, based on the students interest and
rformance understanding of economics based on the novel study (?)
Standards Understanding economic terms, the process of completing ​  
Learning Plan (Stage 3)
Where​ are your students - Vocabulary
headed? Where have they - Students will have read the book at this
been? How will you make point
sure the students know - Discussions to clarify
where they are going? - Paragraph writing
- Drafting and revising
- Students will have a final project in which
they will create their own ‘business’ plan
How will you ​hook s
​ tudents - No hook going forward in the following Hook will be utilized at the
at the beginning of the classes beginning of the unit, and the
unit? - I will introduce a protocol at the end of the silent reading protocol will be
instilled so that no time will be
previous class saying “when you come
wasted going forward
back you will get right into silent reading”
What events will help - After the students read I will introduce the The paragraph should
students ​experience and activity to write a p
​ aragraph​ reflection in outline the thematic
explore t​ he big idea and regards to the chapters they have already concepts, and
questions in the unit? How read understanding of business
will you equip them with model and a prediction of
needed skills and what they think is to come
knowledge?
LAWN BOY
How will you cause students
to r​ eflect and rethink?​ How
will you guide them in
rehearsing, revising, and
refining their work?
How will you help students
to e
​ xhibit and self-evaluate
their growing skills,
knowledge, and
understanding throughout
the unit?
How will you ​tailor​ and
otherwise personalize the
learning plan to optimize
the engagement and
effectiveness of ALL
students, without
compromising the goals of
the unit?
How will you ​organize​ and
sequence the learning
activities to optimize the
engagement and
achievement of ALL
students?
Title of Unit Novel study - Lawn Boy
Curriculum English Language Arts
Area
Developed Jordan Mensink
By
Identify Desired Results (Stage 1)
Content Standards
- The students will get into pairs and review
each others paragraphs to tell each other
their i​ deas
- There is also allotted time for the teacher
to have a discussion after each class to
review and​ ​clarify​ concepts
- During this class the students will utilize
their knowledge to reflect in the paragraph
their understanding of themes and
concepts
- Pairing​ certain people together to help
each other during the paragraph time
- Teacher will circle the classroom to aid in
scaffolding and reflection
- IPP students will require additional aid;
during silent reading teacher can have
assisted reading time at her d​ esk
1. Read 3 chapters during s​ ilent reading
2. Come together and have a discussion of
the plot, predictions
3. Have students do a s​ mall paragraph
writing​ piece regarding the themes
4. Mention the f​ inal assignment
Grade Grade 7
Level
Time 3 days (day 3)
Frame
7
Reviewing each other’s work
and giving constructive
feedback so they can reflect
and rethink their ideas
If students have questions
following the review/draft of
their paragraphs and have a
discussion
To accommodate for ELL
benchmarks, I will pair
students whom are
academically inclined with the
ELL.
Any questions that the
students have can be
answered while circling.
Students requiring extra
support will have the
opportunity to read in a group
at the teachers desk with
assistance.
Reasonable considering
chapters are approximately 6
pages in length.
Paragraph writing will allow
students to consolidate their
understanding of the novel.
Mention final assignment for
students so they can think
about it.
LAWN BOY 8

English Language Arts grade 7 program of studies

Reading ELL grade 7, level 3 benchmark

Understandings Essential Questions

Overarching Understanding
 
Multidisciplinary learning - using ELA to Can students derive meaning from
understand economic prosperity and ELA and social studies concepts?
principles through a child’s point of view.  

BLOOM’S TAXONOMY
 ​Remember​: the structure of the story in
er to make
predictions

Understand​: the definitions and concepts

behind economics and how it applies to the
model of language arts story-telling

Analyze:​ the concepts from both the social

studies and ELA perspective and predict the
future outcomes - i.e. how the business will
flourish or fail

Create/Apply: ​after reading the novel, the

students will create their own ‘business
model’
Knowledge (GLO) Skills (SLO)
Students will know… Students will be able to…

General Outcome 2 2.1 Use Strategies and 

Cues  
Students will listen, speak, read, 2.2 Respond to Texts  
write, view and represent to 2.3 Understand Forms, 
comprehend and respond personally Elements and Techniques 
and critically to oral, print and other
media texts. Main SLO focus for this
  lesson based on the
2.4 Create Original Text  creation of the business
plan
 
*more various specific 
outcomes that align with 
the project at hand* 
Assessment Evidence (Stage 2)
LAWN BOY 9

Performance Task Description

Full and complete understanding of the novel, and the concepts, both
Goal
ELA and SS
Role Teacher facilitates and scaffolds students understanding
Audience Grade 6 students
Situation Grade 6 ELA classroom   
Product/Pe Final business model, based on the students interest and
rformance understanding of economics based on the novel study (?)
Standards Understanding economic terms, the process of completing ​  
Learning Plan (Stage 3)
Where​ are your students - Vocabulary This is the general
headed? Where have they - Students will have read the book at this overview of the unit of
been? How will you make point lessons for the novel
sure the students know - Discussions to clarify study
where they are going? - Paragraph writing
- Drafting and revising
- Students will have a final project in which
they will create their own ‘business’ plan
How will you ​hook s ​ tudents - Students will begin with silent reading Expected
at the beginning of the again
unit?
What events will help - During this class the students will begin Class time allotted so
students ​experience and working on their business plan in which students can discuss and
explore t​ he big idea and they will utilize economic concepts from collaborate- no need for
questions in the unit? How the novel and themes of the storyline to homework, if necessary
will you equip them with create their own business based on their
will have a working
needed skills and interests
knowledge? period next class
How will you cause students - Students will be grouped up to discuss the This allows for opinions
to r​ eflect and rethink?​ How ideas for their venture in the business to be swapped, and an
will you guide them in model, so they can discuss and editing process where
rehearsing, revising, and reflect/revise with the help of classmates students can fix the plan
refining their work?
How will you help students - The business plan will allow students to Overall understanding of
to e ​ xhibit and self-evaluate exhibit their understanding after going concepts will be
their growing skills, through the paragraph process demonstrated through
knowledge, and business plan
understanding throughout
the unit?
How will you ​tailor​ and - Different students can write about the Accommodates for
otherwise personalize the business of their ​choice interests
learning plan to optimize - Only o​ ne page
the engagement and - Students with higher needs have the Short and to the point
effectiveness of ALL opportunity to write a modified version of
students, without the business plan that is less ‘difficult’
compromising the goals of
the unit?
How will you ​organize​ and 1. Read remaining ​chapters -Students should be able to
sequence the learning 2. Discuss the chapters read, and the ones complete silent reading of
activities to optimize the assigned as homework remaining chapters in the
allotted time.
engagement and
LAWN BOY
achievement of ALL 3. Fully introduce the assignment and outline
students? the necessities:
a. the students should make a one
page​ business plan​ outlining the
business, what tools they will
need, what kind of money they
want, the profit they think they
can make and an expansions
10
-Have a short discussion
concluding the overall
summary of the novel.
-I believe this will be a useful
tool for students so they can
understand the in's and out's of
economic business model, and
what it takes to start and
continue through with the
actual business
LAWN BOY 11

References

Alberta Education. (2016). ​The Guiding Framework for the Design and Development of

Kindergarten to Grade 12 Provincial Curriculum (Programs of study)​. Retrieved from

https://education.alberta.ca/media/3273037/guiding-framework-oct-6-2016.pdf

Alberta Education. (2013). ​Ministerial Order on Student Learning​. Retrieved from

http://education.alberta.ca/department/policy/standards/goals.aspx

Alberta Learning. (2000). Program of Study. ​English Language Arts (K – 9) Programs of

Study​. Retrieved from https://education.alberta.ca/media/160360/ela-pos-k-9.pdf

Friesen, S. (2009). ​What did you do in school today? Teaching effectiveness: A framework

and rubric​. Retrieved from

http://www.cea-ace.ca/publication/what-did-you-do-school-today-teaching-effectiveness-fr

amework-and-rubric

Tompkins, G., Bright, R., Winsor, P. (2015). ​Language Arts Content and Teaching

Strategies​ (6th ed.). Pearson, Toronto.

Wiggins, G. (2005). ​Overview of UbD & the Design Template​.​ ​Retrieved from

https://d2l.ucalgary.ca/d2l/le/content/210671/viewContent/2897246/View
LAWN BOY 12