Unit Plan Overview

Alysha Flietstra: Unit: Stargirl Stage 1- Desired Results Connections to Context: Themes included in Stargirl are 1)Selfdiscovery and 2) embracing your individuality. This unit will enhance students literature skills with drawing inferences, structuring plot development, and relating to fictional characters. Students will also be able to describe in detail how specific scenes contribute to the themes.
(How does this fit with students experiences, the school goals, and the larger societal issues?)

Transfer Students will be able to independently use their learning to Self-relate to believable fictional characters Compare and contrast multiple perspectives Plot development Gain skills in drawing inferences Analyze themes throughout the book (self-discovery; embracing your individuality)
(What kinds of long-term independent accomplishments are desired?)

Established Goals
CCSS.ELA-Literacy.W.5.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RL.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. CCSS.ELA-Literacy.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. CCSS.ELA-Literacy.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support

UNDERSTANDINGS Students will understand that Drawing inferences leads to stronger reading comprehension. Plot development Each individual has their own form of expression

Meaning ESSENTIAL QUESTIONS Students will keep considering When should you give in to peer pressure? When is it not okay to embrace your individuality? How far should you go to embrace your individuality? How do you make someone feel welcomed? How do you help someone feel like they belong?
(What thought-provoking questions will foster inquiry, meaningmaking and transfer?)

(What specically do you want students to understand? What inferences should they make?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions Cognitive Objectives Physical Development Objectives Socio-emotional Objectives N/A - Participate in simulations of Demonstrate comprehension of peer pressure and selfprevious assigned reading. discovery. Relate with the characters - Analyze their change of views (text-self). (What discrete skills and processes should from before reading text to Draw inferences from the text students be able to use?) after reading text to make connections with the theme/predict what will happen next.
(What facts and basic concepts should students know and be able to recall?) (What values and commitments and attitudes should students acquire or wrestle with?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

main ideas or themes; speak clearly at an understandable pace. CCSS.ELA-Literacy.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. ART.VA.I.5.1 Use materials, techniques, media, technology, and processes to communicate ideas and experiences. ART.VA.I.5.4 Participate in the process and delivery of a final product for exhibition or presentation. (What content standards and program- or mission-related goal(s) will the unit address? What habits of mind and cross-disciplinary goal(s)- for example 21st century skills, core competencies- will this unit address? Include source and identifying number)

Evaluative Criteria

(What criteria will be used in each assessment to evaluate attainment of the desired results?)

Stage 2- Evidence Students will show their learning by PERFORMANCE TASK(S): Pre-Assessment Journal writings (complete sentences, asking questions, personal reflection) (will collect these journals in after most class periods. Handouts and worksheets along the way Post-Assessment

At the end, what is my assessment?

(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?) (Regardless of the format of the assessment, what qualities are most important?)

OTHER EVIDENCE: Changes in behaviors Class discussions Team work during showcases
(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Stage 3- Learning Plan Pre-assessment- due ________

(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?) (Toward which goal does each Learning Events learning event build?) Acquisition Meaning Transfer

Progress Monitoring
(How will you monitor students progress toward acquisition, meaning, and transfer during lesson events?)

Student success at transfer, meaning, and acquisition depends upon their participation in these learning events

Figurative Speech Critical thinking (what will happen next?) Relational thinking and discussions Novel plot development and order Showing/talking about how the theme is being shown Drawing inferences

Review journal entries Assess progress/answers on any handouts given in class Assess class discussions Assess participation
(How will students monitor their own progress toward acquisition, meaning, and transfer?)

Fill out handouts on plot development: as they read the novel

Journal Writings (complete sentences!) (Have you included multiple means of representation, multiple means of action and expression, and multiple means of engagement?) (Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning plan?) (Does the learning plan reflect principles of learning and best practices?) (Is there tight alignment with Stages 1 and 2?)

Self-reflections
(How will students get the feedback they need?)

Class discussions with peers Self-discovery moments Reflections in journals Adopt new ways of thinking/new views/opinions/ideas

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum