Outcome 1

Appendices A-C
EDLP 6180
Jessica Egger
4/21/15
Appendix A
Unit Title: Emotion

STAGE 1 DESIRED RESULTS

Commotion

Established Goals: With prompting and support, read prose and poetry of grade-level complexity and name words and
phrases in a poem or story that suggests feelings or appeal to the senses. RL.1.10 & RL.1.4
Understandings: Students will understand that
words contain meanings that can convey
emotions & sensations

describing words must be placed correctly

within a sentence

Essential question 1: How do authors

use words to demonstrate feelings &
describe senses?
Essential question 2: How are words
used to show connections between
cause & effect?

Students will know:

emotions & senses play a significant role in

cause & effect

where adjectives should be placed in English

Students will be able to:

create syntactically proper sentences using adjective

descriptors to convey emotions & sensations

express themselves using feeling and sensation

vocabulary

identify emotional descriptors in poetry

Outcome 1
Appendices A-C
EDLP 6180
Jessica Egger
4/21/15

Appendix B
STAGE 1 DESIRED RESULTS
Unit Title: Text Detectives: Unlocking Key Details
Established Goals: Utilize text features & details in texts to obtain information & locate key details. RI.1.5 & RI.1.7

Understandings: Students will understand that

Students will understand that pictures contain
information that can be manipulated into text.

Essential question 1: Why does

the author include details in
pictures that are not included in
the text?
Essential question 2: How can
the information in the picture be
incorporated into a narrative?

Students will know:

Understanding 2: Students will know how to utilize
maps and charts to pull out informational text.

Students will be able to:

Use informational text found in maps and charts to
create narratives

Create symbols for text

Compare & Contrast Information

Identify different kinds of text features

Performance Tasks:

STAGE 2 ASSESSMENT EVIDENCE

Other Evidence:

Pre-assessment to identify current understanding

of key elements including; prepositional &
directional language, transitions, sequencing, &
symbol/text correspondence. Post-assessment
should be a culminating activity that will
demonstrate understanding in an authentic
situation, i.e. student will create a multi-sectioned
text utilizing various informational text features to
create narratives and create text features intended
to support text.

Daily DOL (work samples)

Checks for understanding
throughout lessons using various
strategies:
2-3 questions per 2-3 tests Multiple
choice bubbles to answer questions
about a text feature.
Multiple Response Strategies
(Whip-around & Exit Cards)
Think-Pair-Share using IFL
Accountable Talk Stems
Rubrics

STAGE 3 LEARNING PLAN

W: Where is the Unit going? The unit intends to empower students by

teaching them to use tricks to understanding and organizing information.
Students will learn to skim passages for key words based on text
features. Students will understand that these pictures dont require
conventions, but when they are transformed into narratives conventional
rules apply. What is expected? Students are expected to utilize text

Outcome 1
Appendices A-C
EDLP 6180
Jessica Egger
4/21/15
features to create a new habit in their learning; scanning information,
looking for clues, and focusing on key words. Where are the students
coming from? Students have limited English proficiencies and come from
struggling socio-economic groups where parent have limited involvement
in literacy. This unit is meant to empower students.
H: Hook & hold students. Students will become text detectives. They
should be immersed in the role of detectives by creating a magnifying
glass that they can use to hunt for text clues and being rewarded with
detective badges. Students should be exposed to the problem of
overwhelming text by allowing them to compare an expansive reading
passage, against a text feature that provides the exact same information
in a simplified pictorial graphic. They should be taken on a book walk
through an informational text chapter book of a familiar topic (lifecycle of
a butterfly/weather), and analyze the Chapter titles to create brief
summaries of each chapter without reading any of the text contained in
the chapter. By giving these authentic experiences to them, students
should feel that informational text features are empowering when
dealing with complex reads.
E: Equip students to explore and experience the issues & key ideas.
Students will learn self-reliance in reading by utilizing text features by identifying
key words in narrative text, skimming, using symbols to gain information (legends,
compass rose), creating text features from information presented in info text
passage, & organizing information graphically.
R: Rethink & Revise understandings & work. Students will revise their work
based on the peer and self edited first drafts. Test question reviews should be
treated as a find the evidence with the detective theme.
E: Evaluate their own work & implications. Students will peer edit & self edit
their work using teacher created and self-created rubrics
T: Tailored to students differing needs, interests, abilities. This unit will
enable ELLs and struggling readers to process grade level information
while decreasing the linguistic complexity of the task. Topics for the postassessment/culminating activity can be chosen by the students based on
their interest. Students will be able to incorporate art in their final
project, and can utilize 21st Century skills by typing the project or writing
it by hand. Students can work independently or with partners.
O: Organization to maximize initial & sustained engagement & effective
learning. Can be applied across multiple grade levels across all content
areas
Design Topic: Informational Text Subject(s): English Language Arts Grade(s): 1st
Designer(s): Jennifer Aviles, John Barriento, Candice Cummings, & Jessica Egger,

Outcome 1
Appendices A-C
EDLP 6180
Jessica Egger
4/21/15

Appendix C
Unit Title:

STAGE 1 DESIRED RESULTS

Established Goals:
Write opinion pieces in which they introduce the topic or name the book they are writing about,
state an opinion, supply a reason for the opinion, and provide some sense of closure. W.1.1.

Write informative/explanatory texts in which they name a topic, supply some facts about the
topic, and provide some sense of closure W.1.2.
Understandings: Students will understand
Essential question 1: How can I write
that
facts?
there is a difference between fact & opinion
Essential question 2: How can I write

opinion must be supported by facts

an opinion?
opinions are derived from feelings
How can I use facts to support my
opinions?
Students will know:

how to write an argument to support an opinion

how to construct and identify informative and

opinion texts

phrases that will provide context for either

writing style: I feel vs. I learned

Students will be able to:

Write facts

Write opinions

Use facts to support opinions