Scribd
Upload
1K views

English 10 Unit Example

This document provides an overview for a unit on short stories for a 10th grade English course. The unit is 4-5 weeks long and focuses on common core standards related to reading literature, including identifying word meaning, supporting claims with evidence, comparing characters and events, and explaining allusions. Assessments include selected response, constructed response, essays, discussions and student self-assessment. The unit resources include an Elements of Literature textbook. Flexible instructional strategies are identified, such as varying content, process, product, learning environment, and using corrective and enrichment activities.

Uploaded by

JordanPridemore
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
1K views

English 10 Unit Example

This document provides an overview for a unit on short stories for a 10th grade English course. The unit is 4-5 weeks long and focuses on common core standards related to reading literature, including identifying word meaning, supporting claims with evidence, comparing characters and events, and explaining allusions. Assessments include selected response, constructed response, essays, discussions and student self-assessment. The unit resources include an Elements of Literature textbook. Flexible instructional strategies are identified, such as varying content, process, product, learning environment, and using corrective and enrichment activities.

Uploaded by

JordanPridemore
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 2

Unit/Chapter Design

Unit/Chapter Title: Fiction – Short Stories Unit Length: 4-5 weeks (beginning of Q1)
Course/Grade: English 10 Date Created: June 2013

List Relevant Common Core Standards (numbers and letters): RL.1; RL.4; RL.5; RL.7; RL.9

Unit Components/Sub-Headings
Identify & Support Word Choice Pacing/ Flashback Compare Media Allusion

Unit Vocabulary/ Unit Vocabulary/ Unit Vocabulary/ Unit Vocabulary/ Unit Vocabulary/ Unit Vocabulary/
Concepts/Topics Concepts/Topics Concepts/Topics Concepts/Topics Concepts/Topics Concepts/Topics

 Meaning  Connotation  Flash Forward  Author’s Purpose  Allusion 


 Claim  Word Choice  Foreshadowing  Compare & Contrast
 Inference  Context  Mood/ Tone
 Imply

Objectives/Learning Targets: The student will . . . /I can . . . Assessments/Evidence


1. Define and use unit vocabulary. •Closed-ended selected response (e.g., multiple choice, matching, true/false)
1, 2, 4, 5
2. Identify word meaning based on context clues.
•Open-ended constructed response (e.g., fill-in-the-blank, short answer, label,
graphic)
3. Use evidence from the text to support an author’s claim. 1-5

4. Compare and contrast characters and key events. •Products (e.g., essay, model, project)
3-5
5. Identify and explain examples of allusions.
•Performances (e.g., speech, recital, demonstration)
Notes: 3

•Process-focused (e.g., conferences, observations, logs, CLASS DISCUSSION)


1-5

•Student Self-Assessment (e.g., journal reflection, portfolio)


4-5

•Portfolio (e.g., collections of products, performances, artifacts, tests)


2
Unit/Chapter Title: Short Stories
Resources/Materials
 Elements of Literature, 4th Course 

Select literacy skills that could also be featured in this unit/chapter of study.
Writing Reading for Informational Text Speaking and Listening

1. Explanatory/Informative 1. Main/Central Ideas 9. Evaluating Information and 1. Lead and participate in group 8. Use media and other
2. Narrative 2. Supportive Details Detecting Discrepancies discussion. visual resources during
3. Persuasive/Argumentative 3. Sequential/ Order Relationships 10. Interpreting and Applying 2. Read/orally interpret text. presentations/speeches.
4. Research 4. Comparison Relationships Instructions and Processes 3. Create and present speeches for 9. Summarize/paraphrase
5. Functional (e.g., letters, 5. Cause and Effect Relationships 11. Author’s Purpose, Techniques, different purposes (e.g., persuade, was is heard, read, and
directions, technical 6. Problem-Solution Relationships Claims, Views, and inform, describe). viewed.
content-related pieces) 7. Understanding Generalizations Arguments 4. Debate 10. Restate and carry out
6. Summary (see reading and Conclusions 12. Integrating/ Synthesizing 5. Interact with partners and small multi-step oral
skills to the right for 8. Using Words and Symbols Multiple Sources and Formats groups about content and skills. instructions.
summary purposes) 13. Interpreting and Translating 6. Ask relevant questions. 11. Identify and manage
Maps, Charts, and Graphs 7. Listen to and respond thoughtfully barriers to listening.
and appropriately to questions and 12. Take notes during
comments. lectures and discussions.

Flexible and Responsive Instruction


Select/create accommodations/differentiation activities/practices/strategies. Select/create corrective and enrichment activities/practices/strategies.
Content Correctives Enrichments/Extensions
How will you vary what students will learn and the materials that represent the  re-teaching •tutoring peers
content?  alternative textbooks •developing practice exercises
Process  alternative materials •developing related media materials
How will you vary activities through which students make sense of key ideas  workbooks and study guides •completing special projects and experiments
using essential skills?  academic games •developing games, problems, and contests
Product  learning kits •using advanced computer-assisted/web-based lessons
How will you vary the way students demonstrate and extend what they  cooperative groups/teams •locating background materials for future or current topics
understand and can do as a result of a span of learning? •developing additional formative assessments
 peer and individual tutoring
•planning to teach a mini-unit
 learning centers and laboratories
Learning Environment •creating bulletin boards and displays
How will you vary the classroom conditions that set the climate, expectations  technology-assisted instruction (e.g., •applying knowledge to a new situation
for learning, and physical conditions? Podcasts, internet applications, video)

(See Differentiation Survey for ideas.)

You might also like